1. By: Candice M. de Ausen-Jungao Notes on Building Background The SIOP Model

2. Building Background Content Objectives: Recognize the importance of connecting students’ personal experiences to lesson concepts Identify strategies for linking past learning with new information Language Objectives: Examine text to determine key vocabulary for students to learn Incorporate a variety of vocabulary development activities into lessons Describe the difference between content language and school language

3. Introduction Effective teaching takes students from where they are and leads them to a higher level of understanding. Students learning English must have ample opportunity to: hear and see comprehensible English read, write, and speak the new language within the context of subject matter learning BUT the language must be meaningful.

4. Build a bridge from where the child is to where you want him/her to go.

5. Background A reader’s “schema” – knowledge of the world – provides a basis for understanding, learning, and remembering facts and ideas found in stories and texts. There is higher recall and better ability to elaborate on aspects of the topic for individuals who have prior knowledge about a topic.

6. Background Schemata reader’s concepts, beliefs, expectations, processes - almost everything from past experiences – that are used in making sense of things and actions In reading, used in making sense of text; the printed work evoking the reader’s associated experiences, and past and potential relationships When reading, the learner forms meaning by reviewing past experiences that given images and sounds evoke.

7. Background 3 Major Instructional Interventions Needed when Readers Lack the Prior Knowledge Necessary to Read: 1. Teach vocabulary as a pre-reading step Limited number of words should be taught per lesson or per week Words must be key words in the text. Teachers select words critical for understanding the text or material and provide a variety of ways for students to learn, remember, and use those words. Students develop a core vocabulary over time.

8. Background 2. Provide experiences to increase comprehension use video of a story to build background experience before actually reading a novel Connecting students’ own background knowledge Presenting background information about the text to be read 3. Introduce a conceptual framework that will enable students to build appropriate background for themselves Teaching children to use graphic organizers

9. Background 3 Categories of Children and Their Prior Knowledge 1. Much prior knowledge Using and teaching superordinate concepts, definitions, analogies, and linking words 2. Some prior knowledge Using and teaching examples, attributes, and defining characteristics 3. Little prior knowledge Using and teaching associations, morphemes (e.g. base words and word roots), sound-alikes, and first-hand experiences

10. Background Teachers have to remember that what may appear to be poor comprehension and memory skills may be a lack of or failure to activate the background knowledge that was assumed by a message or a text. Teachers should activate prior knowledge explicitly and provide linkages from their experiences to the concepts or text.

11. Concepts Linked to Students’ Background Tying new information to students’ own background experiences, both personal (including cultural) and academic, makes the information take on new meaning. Teachers should provide explicit links to students’ background.

12. Concepts Linked to Students’ Background Sample Questions to be Asked Have you seen a…? How do people usually feel about…? Why? Have you ever been…? Go directly and relate it to the topic. Well, today, we’re going to read about …. Let’s see the similarities between what is in the story and what you have just described from your experience.

13. Links Made between Past Learning and New Concepts Teachers should make explicit connections between new learning and the material, vocabulary, and concepts previously covered in class. New information should be integrated with what the learned already knows. Teachers must build a bridge from previous lessons to new learning for students to cross over.

14. Links Made between Past Learning and New Concepts Teachers must explicitly point out how past learning is related to the information at hand. Sample Questions Who remembers what we learned about…? How does this relate to our story? Review graphic organizers or other written reminders about the information. Word banks, outlines, charts, maps, and graphic organizers are tools for reminding students of previous learning.

15. Key Vocabulary Emphasized Strong relationship between vocabulary knowledge in English and academic achievement Vocabulary development must be closely related to the subject matter students are studying.

16. Key Vocabulary Emphasized 4 Main Principles to Guide Vocabulary Instruction 1. Students should be active in developing their understanding of words and ways to learn them. Semantic mapping, word sorts, and developing strategies for independent word learning 2. Students should personalize word learning through practices Vocabulary Self-Collection Strategy (VSS), mnemonic strategies, and personal dictionaries.

17. Key Vocabulary Emphasized 3. Students should be immersed in words by providing rich language environments that focus in words and draw students’ attention to the learning of words. Word walls, personal word study notebooks and dictionaries, and comparing/contrasting words with the same morphemic element (e.g. photosynthesis, photograph, photogenic) 4. Students should build on multiple sources of information to learn words through repeated exposures. Let children see and hear new words more than once, drawing on multiple sources of meaning

18. Key Vocabulary Emphasized 2 Aspects to Vocabulary Development 1. Select several key terms to focus from the lesson’s material. 2. Explicitly teach “school language” the vocabulary associated with activities the kinds of terms typically used in classroom tasks and discussions Ex. identify, define, compare, and summarize

19. Developing Content Language  Little benefit: Selecting 25 to 30 isolated vocabulary terms and asking ELs to copy them from the board and look up their definitions in the dictionary Many of the definitions are also unfamiliar. Task must fit the students’ learning needs. Number of words should be tailored to the students’ English and literacy levels. Words should be presented in context, not in isolation.

20. Developing Content Language Contextualizing Key Vocabulary Strategies: 1. First: Teachers peruse the materials to be learned and select key terms critical to understanding the lesson’s most important concepts. Teacher introduces the terms at the outset of the lesson. Teacher systematically defines or demonstrates each and shows how that term is used within the context of the lesson. 2. Second: Read with students in small groups. Pause and explain when students don’t understand a term. Use as many examples, synonyms, or cognates as necessary.

21. Developing Content Language Vocabulary Self-Collection Strategy (VSS) Students self-select key vocabulary that is essential to understanding content concepts. Words may be selected by individuals, partners, or small groups, and they are eventually shared and discussed by the entire class. A class list of vocabulary of self-collection words for a particular lesson or unit is mutually agreed on by the teacher and students. These are reviewed and studied throughout. Words may be entered in a study notebook and students may be asked to demonstrate their knowledge in oral or written activities.

22. Developing Content Language Vocabulary Self-Collection Strategy (VSS) Effective method for teaching and reviewing content vocabulary because students learn to trust their own judgments about which content words are the most important to learn Most appropriate for students who are high-intermediate and advanced ELs Personal Dictionaries Created as an individual vocabulary and spelling resource for students at all levels of English proficiency Generally used with students who have intermediate and advanced English proficiency ELs read together in small groups and write unknown words they encounter

23. Developing Content Language Personal Dictionaries The teacher works with each group and discusses the words students have written, providing correction and clarity as needed. Word Wall Key vocabulary is reviewed by directing students to a Word Wall relevant content vocabulary words listed alphabetically Large poster, sheet of manila paper, or pocket chart Effective for displaying content words related to a particular unit or theme

24. Developing Content Language Word Wall Words are revisited frequently throughout the lesson or unit. Students are encouraged to use words in writing and discussions Words should be selected judiciously. Number of words should be limited to those of great importance. One Word Wall – carefully maintained and changed as needed

25. Developing Content Language Concept Definition Map Can be used to discuss simple concepts Cloze Sentences Can be used to teach and review content vocabulary Steps: Students read a sentence that has strong contextual support for the vocabulary word that has been omitted in the sentence. Once the meaning of the word is determined and possible replacement words are brainstormed, the teacher or student provides the correct word. Ex. During a _____________, which can be violent or peaceful, a group of people tries to overthrow an existing government or social system. (revolution)

26. Developing Content Language Word Sorts Students categorize words or phrases, which have been previously introduced, into groups predetermined by the teacher/ Steps: Words are typed on a sheet of paper. Students cut the paper into word strips and sort them according to meaning, similarities in structure (e.g. words ending in –tion, -sion, or –tation), derivations, or sounds. Students put labels as they sort words into groups. 2-fold Objectives: Introduce words related to content concepts Reinforce spellings and word structure

27. Developing Content Language Word Generation Helps ELs review and learn new content vocabulary through analogy Steps: Teacher writes a part of a word on the board. Students generate as many words as they can that contain the part of the word that was written. The meaning of each word is explained. Teacher may give the answer if the students do not know. Review each brainstormed word and its meaning. A generalization about the meaning of that part of the word is given. Definition is not given in the beginning. Students figure this out for themselves. Ex. -port: report, import, export, important, airport -port: has something to do with “to carry”

28. Developing Content Language Word Study Books Student-made personal notebook containing frequently used words and concepts Organized by English language structure, such as listing together all words ending in –tion, -sion, and –tation Can also be used for content study where words are grouped by meaning Vocabulary Games Playing games like Pictionary and Scrabble Recall vocabulary terms Word searches for beginning students Crossword puzzles for more proficient students Software programs are also available.